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9-20-2005

Teaching American Sign Language as a languageother than English: Level II curriculumAnita Flannagan

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Recommended CitationFlannagan, Anita, "Teaching American Sign Language as a language other than English: Level II curriculum" (2005). Thesis. RochesterInstitute of Technology. Accessed from

Teaching American Sign Language as a Language Other Than English:A Level IICurriculum

ByAnita R. Flannagan

Advisor:Dr. Gerald Bateman, Department of Master of Science Program in SecondaryEducation of Students Who are Deaf or Hard of Hearing, National Technical

Institute for the Deaf, Rochester, New York

July 11,2001

Teaching American Sign Language as a Language Other Than English:A Level II Curriculum

Master's Project

Submitted to the Faculty

Of the Master of Science program in Secondary Education

of Students who are Deaf or Hard of Hearing

National Technical Institute for the DeafROCHESTER INSTITUTE OF TECHNOLOGY

By

Anita R. Flannagan

In Partial Fulfillment of the Requirementsfor the Degree of Masters of Science

Rochester, New York July 11, 2001

~. Gerald Bateman, Project Advisor)

Teaching American Sign Language as a Language Other Than English:A Level IICurriculum

ByAnita R. Flannagan

Advisor:Dr. Gerald Bateman, Department of Master of Science Program in SecondaryEducation of Students Who are Deaf or Hard of Hearing, National Technical

Institute for the Deaf, Rochester, New York

July 11, 2001

Overview

This curriculum is designed for teaching a full school year of ASL Level II as a

foreign language course at the high school level. The unit plans in this curriculum

have been derived from the New York State's checkpoints or guidelines for

teaching ASL as a foreign language.

Each unit plan contains objectives for both the students' receptive and

expressive skills, knowledge of Deaf culture/history, various options or

suggestions for assessment, evaluation, resources and materials. Also included

are New York State's communication sub-topics and functions as outlined in New

York State's checkpoints for teaching ASL.

ASL teachers may use this curriculum as a guideline or checklist in order to

ensure that they have covered New York State's checkpoints while creating

lesson plans.

Additionally, ASL teachers have the option of following this curriculum in its

sequential order or modifying it to meet the needs of their students however,

because ASL is a visual language, it is strongly recommended that ASL teachers

using this curriculum teach students ASL without the use of voice.

A list of teaching materials are suggested in this curriculum however, ASL

teachers are expected to find additional teaching resources such as books,

videotapes or websites that fit each unit and assign homework accordingly.

Table of Contents

OverviewCurriculum cover pageUnit 1 - Making RequestsUnit 2 - Family & OccupationsUnit 3 - AttributingQualities to OthersUnit 4 - Talking about RoutinesUnit 5 - Talking about the WeekendUnit 6 - Exchanging Personal InformationAppendix - Sample Lesson PlansReferences

pagepagepagepagepagepagepagepagepage

page

123-45-67-89-1011-1213-1415-20

21

ASL II curriculum

ASL Level IICurriculum

Unit Number/Name Week Number(s) Deaf CultureTopics

#1 Making Requests 1-4 Deaf Communities

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#2 Family/Occupations 5-7 Deaf In Deaf FamiliesDeaf in Hearing Families

#3 Attributing Qualities 8 -12 Deaf Culture Lecture Series:to others 8B-MJ Bienvenu

Rochester Method

#4 Talking about Routines 13 -18 8D-Paul Johnston

Mid year review 19 -20

#5 Talking about the 21-24 SF-Dennis SchemenauerWeekend

#6 Exchanging Personal 25-30 Deafness in other countriesInformation 8G-Patrick Graybill

#7 Cumulative Review #1-6 30-33

#8 Review 34&35

ASL II curriculum

ASL II Curriculum

Unit 1 Objectives:Making Requests

ReceDtive:

Students will be able to:

1. react to the reason(s), complaint(s)or request(s) signed.

2. comprehend to the questions asked, which,what or where.

3. be able to identifyproblem and solutions froma signed passage.

4. demonstrate comprehension of how much an itemcosts.

5. understand the difference between spatial, plain and inflictverbs.

EXDressive:

Students will be able to:

1. sign reasons or complaints and make requests.

2. ask for clarification(which,what or where)

3. acknowledge and performthe request to another person.

4. give commands involvingadjustments or rearrangements offurnitureor objectsinthe room.

5. describeor givedirectionsas to where to putobjects in specificlocations.

6. sign the cost of various items appropriately.

7. use spatial and inflectingverbs using a topic/commentsentencestructure.

8. use appropriate facialexpressions when using "NOT-YET,NOT

9. FINiSHED and WAVE-NO signs.

10. uses role-shifting when appropriate.

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ASL II curriculum

Unit 1 Objectives:Making Requests

Knowledae of Deaf Heritaae

Students will be able to:

1. use culturally appropriate responses to requests

2. recognize and explain how the following influential peopleovercame their deafness:. Alice of Battenburg. Ludwig van Beethoven. James "Deaf' Burke. Laurent Clerc

Assessment/Evaluation:Receptive and/or expressive evaluation on students' expressiveand receptive skills as stated in unit objectives (have students dorole play & skits)Receptive/expressive vocabulary assessments (quizzes)throughout unitInformal performance based observationsFinal unit assessment

Resources/References/Materials:Usage of teacher developed materialsPicture transparencies of objects found in a room (can be copiedfrom Vista Signing Naturally Level I p.201-215 or from computersoftware)Usageof actual objects in classroomExplanation of dialogue format & suggested vocabulary (VistaSigning Naturally Levell p. 182-200)Movers & Shakers Text (p. 1-26)

New York Communication SUb.toDlcsHouse and homeAvailable Leisure timeActivities

New York State FunctionsProviding and obtaining information about needs and wantsExpressing personal feelings and opinions about eventsMaking requests, following directions, thanking and apologizing.Greet and take leave of othersAsking for clarificationGiving directions

(Estimate 4 weeks)

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ASL II curriculum

Unit 2 Objectives:Talking about Family and Occupations

Receptive:

Students will be able to:

1. demonstratecomprehensionof age numbersand rank order ofsiblings,children,and grandchildren...

2. identifywho is being talked about

3. demonstrate understanding of relationship status and/or type ofoccupation

4. demonstrate recognitionof pronouns; us-2, they2...

5. recognizepast and presentsentencestructures.

6. count up to 98

Expressive:

Students will be able to:

1. ask who someone is and howold he/she is.

2. tellaboutan acquaintanceor someoneand the person'sage.

3. tell age and rank of siblingsand give informationabout themusing listing principle.

4. ask what work a person does.

5. describeone's occupation

6. signnumbers67-98

7. carryona conversationaboutfamily,tellingaboutfamilyandoccupations

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ASL II curriculum

Unit 2 Objectives:Talking about Family and Occupations

Knowledae of Deaf HerltJlae

Students will be able to:

1. use culturallyappropriate responses to familylife

2. recognize and explain how the followinginfluentialpeopleovercame their deafness:. Joachim Du Bellay. Thomas AlvaEdison. Juan Fernandez

Assessment/Evaluation:Receptive and/or expressive evaluation on students' expressiveand receptive skillsas stated in unitobjectives

-students will do a skit telling about his/her family usingranking principle,tellingage, relationship, person's status oroccupation

Receptive/expressive vocabulary assessments (quizzes)throughout unitReceptive assessment on numbersInformalperformance based observationsFinalunitassessment

ResourceslReferences/Materials:Usage of teacher developed materialsPicture transparencies of family,occupations or the workplace (canbe copied from Vista Signing Naturally Level I p.235-251 or fromcomputer software)Explanation of dialogue format & suggested vocabulary (VistaSigning NaturallyLevell p. 219-234)Movers &Shakers Text (p. 31-44)

New York Communication Sub-topicsPersonal identificationFamilylifeEarninga livingDeaf Culture and community

New York State FunctionsProvidingand obtaininginformationabout family&relationshipsProvidingand obtaininginformationabout occupationsCountingand using numbers

(Estimate 3 weeks)

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ASL II curriculum

Unit 3 Objectives:Attributing Qualities to Others

ReceDtlve:

Students willbe able to:

1. comprehend informationor opinions given to them and respondappropriately.

2. understanda briefdescriptionof physicalappearanceor actionsusing personality vocabulary given to them.

3. recognize when role shifting is used and comprehendinformationgivenat the same time.

4. recognize descriptive and locativeclassifiers

5. recognize numbers 1 through 100

6. use visual memory skills

EXDresslve:

Students will be able to:

1. ask for informationor ifan opinionabout a person is true

2. express opinions about other people's personal qualities orobjects.

3. use age numbers

4. confirmor negateopinions

5. use role shiftingwhensigningpersonality,vocabulary,i.e. adoptfacial expressions and manner to fit the personal qualitydescribed.

6. use descriptiveand locativeclassifiers,correctspatializationandeye gaze.

7. participate in dialogues using opinions.

8. use contrastive structure.

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ASL II curriculum

Unit 3 Objectives:Attributing Qualities to Others

Knowledae of Deaf Heritaae

Students will be able to:

1. use culturallyappropriate responses to opinions given.

2. use culturallyappropriate attention -gettingbehaviors

3. recognize and explain howthe followinginfluentialpeopleovercame their deafness:. AndrewFoster. John Goodricke. Francisco Goya. John Robert Gregg

4. explainwhat the Rochester Method is and its history

Assessment/Evaluation:Receptive and/or expressive evaluation on students' expressiveand receptive skillsas stated in unitobjectives

-students willdo a skit tellingabout his/her familymember'spersonal qualities or telling personal qualities about eachcharacter from a story.

Receptive/expressive vocabulary assessments (quizzes)throughout unitReceptive assessment on numbers 1 through 100Informalperformance based observationsFinalunitassessment

Resources/References/Materials:Usage of teacher developed materialsPicture transparencies of family,occupations or the workplace (canbe copied from Vista Signing Naturally Level I p.266-271 or fromcomputer software)

Explanation of dialogue format & suggested vocabulary (VistaSigningNaturallyLevell p. 252-265)Deaf Culture Lecture Series: 8B-MJ BienvenuMovers & Shakers Text (p. 45-66)Videotape: Goya

New York Communication Sub-toDlesPersonal IdentificationPsychological characteristicsPhysical characteristicsEarning a livingDeaf Culture and community

New York State FunctionsProviding and obtaining information about peopleProviding and obtaining information about occupationsProvidingand obtaininginformationabout facts, opinions,attitudesand feelings.Displayopinion,attitudesor emotionsCountingand usingnumbers

(Estimate 4 weeks)

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ASL J/ curriculum

Unit 4 Objectives:Talking about Routines

ReceDtive:

Students will be able to:

1. identify morning and evening routines including activity verbsand time signs.

2. demonstrate comprehension of clock numbers.

3. demonstrate comprehension of daily,weekly,and monthlyroutines includingPAST, PRESENT,and FUTURE

4. demonstrate comprehension of signed schedules related to theschool year and school day.

6. demonstratecomprehensionoftravelfares.shoppingandroutineschedules.

EXDresslve:

Students will be able to:

1. tell about their daily, weekly, and monthly routines.

2. use FINISHto denote sequence of activities

3. sign clock numbers

4. use "TEND"to denote routines

5. negotiate times for activities including BEFORE -event. AFTER.BEST, and THERE-ABOUT

6. tell about their daily, weekly. and montlil'y routines.

7. describe events duringa vacation or a shopping trips. etc.

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ASL II curriculum

Unit 4 Objectives:Talking about Routines

Knowledae of Deaf Herltaae

Students will be able to:

1. use culturallyappropriate responses to informationgiven.

2. use culturallyappropriate attention -gettingbehaviors

3. recognize and explain howthe followinginfluentialpeopleovercame their deafness:. William"Dummy"Hoy. Helen Keller. Juliette "Daisy"Gordon Low. Francis Humberstone MacKenzie. AntonioMagarotto

AssessmentlEvaluatlon:Receptive and/or expressive evaluation on students' expressiveand receptive skillsas stated in unitobjectives

-students willdo a skit tellingabout his/her familymember'spersonal qualitiesor tellingpersonal qualitiesabout eachcharacter froma story.

Receptive/expressive vocabulary assessments (quizzes)throughout unitReceptive assessment on tellingtimeInformalperformance based observationsFinalunitassessment

Resources/References/Materials:Usage of teacher developed materialsPicture transparencies of family,occupations or the workplace (canbe copied from Vista Signing Naturally Level I p.266-271 or fromcomputer software)

Explanationof dialogue format &suggested vocabulary (VistaSigningNaturallyLevell p. 252-265)Videotape: DummyHoy

Helen Keller

New York Communication Sub-toDlcsEducation -schedule, school yearShopping -shopping patterns and informationTravel- faresDeaf Culture and community

New York State FunctionsProviding and obtaining information about peopleProviding and obtaining information about eventsProviding and obtaining information routines

(Estimate 6 weeks)

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ASL II curriculum

Unit 5 Objectives:Talking About the Weekend

ReceDtlve:

Students will be able to:

1. recognize what weekend activities took place during specificseasons of the year.

2. understandand respondto opinionsgivento him/her

3. comprehend descriptive vocabulary of weekend activities ortrips.

4. recognize multiplesof 120 through 1000

5. comprehend classifiers used for weather and differentforms ofgas, liquid,fireand light.

EXDresslve:

Students will be able to:

1. ask or tellabout weekend activitiesduringspecific seasons.

2. tell his/her opinion of an activity using positive or negativeremarks.

3. ask or tellabout weekendtrips(where,when,howto get there,activities & etc.)

4. ask or tellhow plans got disrupted and how he/she feltabout it.

5. ask or tellwhatsightsto see.

6. tell sign numbers from 120 to 1000.

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ASL II curriculum

Unit 5 Objectives:Talking About the Weekend

Knowledae of Deaf Heritaae

1. use culturallyappropriate responses to information given.

2. use culturally appropriate attention-getting behaviors

3. recognize and explain how the following influential peopleovercame their deafness:. Harriet Martineau. Pierre de Ronsard. Laura Catharine Redden Searing. Erastus "Deaf' Smith

Assessment/Evaluation:Receptive and/oli'expressive evaluation on students' expressiveand receptive skills as stated in unit objectives

-students will do a skit telling feelings/opinions about his/herweekend activities, short trips or daily routines and iflwhyplans were disrupted

Receptive/expressive vocabulary assessments (quizzes)throughout unitReceptive assessment on telling time, month, season, days ofthe week and numbers from 1-1000Informal performance based observationsFinal unit assessment

Resources/References/Materials:Usage of teacher developed materialsPicture transparencies of activities, calendar, elements (can becopied from Vista Signing Naturally Level II p.175-177or fromcomputer software)Explanation of dialogue format & suggested vocabulary (VistaSigning Naturally Levell p. 150-174)

New York Communication Sub-toDicsTravelLeisureServicesPhysical Environment

New York State FunctionsProviding and obtaining information about peopleProviding and obtaining information about eventsProviding and obtaining information routinesProviding and obtaining information on leisure activities.

(Estimate 4 weeks)

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ASL II curriculum

Unit6 Objectives:Exchanging Personal Information

Receptive:

Students willbe able to:

1. identifydifferentnationalities,states and' countries signed.

2. comprehend narratives of family life & immigration.

3. recognize non manual markers when clauses are signed

4. comprehend order of sequencing events taking place.

5. recognize when unexpected changes occur while events aretold,

6. respond to personal history narratives of others,

7. identify members of family on a family tree (family history).

8. identify dates and addresses

Expressive:

Students will be able to:

1. ask/tell about life events

2. ask nationality of name

3. narrate family immigration history

4. correct and elaborate

5. use descriptive and locative classifiers

6. use when-clause sentence structure

7. use non-manual markers for when clauses (eyebrow raise, headtilt) referring to age and events.

8. tell the year the event occurred, sequencing events, aboutunexpected changes

9. combine when clauses. sequencing events using the signsLATER-ON and WRONG when talking about one's life

10. use possessive and contrastive structure

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ASL II curriculum

Unit6 Objectives:ExchangingPersonal Information

Knowledaeof DeafHeritaae

1. use culturally appropriate responses to information given.

2. useculturallyappropriateattention-getting behaviors

3. recognize and explain how the following influential peopleovercame their deafness:Sanzan TaniDouglas TildenKonstanin Tsiolkovsky

Assessment/Evaluation:Receptive and/or expressive evaluation on students' expressiveand receptive skills as stated in unit objectives

-students will do a skit telling where their ancestors are from& their life story growing up

Receptive/expressive vocabulary assessments (quizzes)throughout unitReceptive assessment on telling time, month, season, days ofthe week and numbers from 1- 1000Informal performance based observationsFinal unit assessment

Resources/References/Materials:Usage of teacher developed materialsPicture transparencies of United States & world countries (can becopied from Vista Signing Naturally Levell! p.105-109 or fromcomputer software)Explanation of dialogue format & suggestedvocabulary (VistaSigning NaturallyLevel I p. 74-104)

New York Communication Sub-tODlcsFamily lifePersonal IdentificationCurrent EventsEarning a LivingPublic and Private Services

New York State FunctionsProviding and obtaining information about peopleProviding and obtaining information about eventsProviding and obtaining information on nationalitiesProviding and obtaining information on leisure activities.

(Estimate 5 weeks)

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ASL II curriculum

References

American Sian Lanauaae for Communication: New York StateTeacher's auide (Field Test Edition). (1994). Albany, New York: TheUniversityof the State of New York, State Education Department

Carroll, C. & Mather, S. (1997) Movers & Shakers: Deaf People WhoChanaed the World. San Diego, CA: Dawn Sign Press.

Smith, C., Lentz, E.M, & Mikos, K. (1988). Vista Sianina NaturallyLevel I Teachers Curriculum Guide. San Diego, CA: Dawn SignPress.

Smith, C., Lentz, E.M, & Mikos, K. (1988). Vista Sianina NaturallyLeyell Student Workbook. San Diego, CA: Dawn Sign Press.

Smith, C., Lentz, E.M, & Mikos, K. (1989). Vista Sianina NaturallyLevel II Teachers Curriculum Guide. San Diego, CA: Dawn SignPress.

Smith, C., Lentz, E.M, & Mikos, K. (1989). Vista Sianina NaturallyLevell Student Workbook. San Diego, CA: Dawn Sign Press.

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Unit 1Making Requests

Sample Lesson Plan

Topic #1: GivingCommands

Goal: Students willdemonstrate ability to sign given commands using spatialverbs.

Materials:OverheadTransparencies of pictured objects and furniture found in a classroomVarious objects such as keys, fruit, paper, cup, etc.

Lesson Plan: Giving commands

1. Introduce signs for furniture or things in the classroom. Show "objects andfurniture" transparencies or if available, use items in the classroom. Show thefollowingsigns....

SHELVESDRAWERSTABLECHAIRCUP

CABINETDOORWINDOWERASERCOMPUTER

WASTEBASKETWALLBULLETIN BOARDBLACKBOARDTTY/PHONE

2. Bring in various objects such as keys, fruit, paper, cup, lipstick, calculator,etcand command students to put them in specific locations in the room. Use thefollowing structure:

Example: IX-Ioc SHELF, IX-Ioc "keys" KEY YOU SHELF PUT-ON LEFTCORNER (Put keys on left corner of shelf)

Other examples:Move an object to the far end of the roomPut the key next to the phonePut the apple in the top drawer of the file cabinetPut the eraser on the left side of the blackboard

Homework: Students will review and practicevocabulary at home.

(object) YOU [(wh) LCL "location"/PUT-ON](location) DROP-IN

Unit 2Talking About Family and Occupation

Sample Lesson Plan

Topic #1: Occupations

Goal: Students willbe able to identifyand describe different occupations

Materials:OverheadTransparencies of different occupations (p. 239-242)

Lesson Plan: Which Occupation Is It?

1. Show students different pictures of occupations using transparencies.

2. Describe one of the occupations (ifpossible, using classifiers) to studentsthen ask them to identifywhich occupation you are describing.

3. Once occupation has been identified, introduce signs for each occupation.

mail carrierpolice officerwelderbaseball player

waitressbank tellerphotographerdentist

firefighterlibrariancarpentermechanic

secretaryartistdoctorscientist

4. Ask students to give you other occupations not listed above. Write themon the board and introduce the sign for each one.

5. Students willreview their daily vocabulary list

Homework: Students willpractice their vocabulary at home

Review Activity: Create a Jeopardy Game with vocabulary signs from this unitand previous units. Also, include Deaf history/culture questions.

Unit 3Attributing Qualities to Others

Sample Lesson Plan

Topic #1: Describing Personal Qualities

Goal: Students will demonstrate ability to describe personal qualities peopleattribute to each other, animals or characters in a book or film.

Materials:OverheadTransparenciesof picturedanimals

1. Write the following heading on the board: Qualities Associated withAnimals

2. Show picture transparencies and introduce signs of the following animals:

mulekoala

owlturkey

lionbear

foxbeaver

peacockchihuahua

3.

Lesson Plan: Tell What You Play

1. Use mime to show the students how the verb PLAY is combined with othersigns.

Example: PAST SATURDAY MORNING ME PLAY (dribble and shoot)BASKETBALl.

2. Ask students what they usually play. Encourage students to mime activitiesthen introduce vocabulary for that activity.

3. Wrap-up4. Students will log into their vocabulary journal new vocabulary learned todayin class. Show transparencies and new vocabulary signs again and askstudents to sign what they learned.

Homework: Students will interview parents and ask them what they doeveryday (ie. Monday, Tues., Wed )

Unit 4Deaf Culture Lesson

Sample Lesson Plan

Topic: Teaching appropriate ways to get a deaf person's attention

Goal: To give students the opportunity to be more understanding and sensitive todeaf individuals.

Population: This lesson is intended for students in ASL Levell classes.

Objectives:

To increase students'A. awareness of deafnessB. sensitivity towards deaf peopleC. knowledge of deaf culture

Materials: Handout titled, "Do's and Don'ts of getting a Deaf Person's Attention

Lesson Plan:

1. Teacher willdescribe and demonstrate different ways to get a deafperson's attention.

2. Teacher willdescribe what is appropriate and inappropriate whengetting a deaf person's attention.

3. Teacher willexplain the basics of deaf culture.

4. Teacher willpass out handout.

5. Teacher willask for volunteers and demonstrate both the do's anddon'ts of getting a deaf person's attention and the basics of deafculture.

6. Teacher willask volunteers how they felt about the matter they weretreated during the demonstration.

Unit 5Attributing Qualities to Others

Sample Lesson Plan

Topic: U~ingclassifiers to describe different transportation signs

Purpose: To give students the opportunity to practice using classifiers todescribe differentways to sign transportationrelated signs. To give students theopportunityto practicehislherreceptiveskillsand descriptivesigns.

Materials needed: Transportation related pictures (photocopied transparencies)and overhead. You may want to copy the transparencies for the students to havepractice material to take home.

Population: This lesson is intended for students in ASLclasses.

Objectives:To increase the student's ability to:

1. Distinguish differences in an object's appearance or definition by the way thesigner signs its meaning.

2. Describe an object's appearance or movement.

3. See how spatial relationships are used.

4. Use and/or sign appropriate spatial relationships.

Lesson Plan:

1. Instructor willshow different pictures of transportation related pictures.

2. Students willindicate which classifier to use with each individualpicture.

3. Ask students to volunteer describing picture(s) using ctassifiers.

4. Pass out copies of pictures to students and have them work in groups signingthe items using sentences in ASL.

Ask the students which pictures made it difficultfor them to come up withthecorrect classifier and why.

Unitt)Local Rochester Towns

Sample Lesson Plan

Topic: Telling wnere you live n I r\U\,,/ 1~~Lvl

Purpose: To develop visual memory, spatialization skills and confirming skills

Materials needed: Transportation related pictures (photocopied transparencies),map of local Rochester towns, student survey packet and overhead. You maywant to copy the transparencies for the students to have practice material to takehome.

Population: This lesson is intended for students in ASL classes.

Objectives:To increase the student's ability to:

5. Recognize town names

6. Comprehension of where one lives

7. See how spatial relationships are used.

8. Use negative or confirming skills.

Lesson Plan:

5. Instructor will review different pictures of transportation related pictures.

6. Instructor will show a map of Rochester and introduce signs for each townlisted.

7. Instructor will ask students where towns are located.

8. Students will tell where he/she lives.

Activity: Student survey

1. Hand out one "information survey" card to each student. Explain to thestudent that he/she will be assigned a pseudo name along with a pseudobackground on the card given.

2. Give each student a blank copy of the "student survey" sheet. (They shouldfill out each box for every person in the class.)

3. Students should interact with each other using sign only to ask each classmember their pseudo name, where he/she lives and how he/she got to classand complete their student survey sheet.